This study presents a case study aimed at creating an itinerary for sustainable development that integrates it into the core curriculum offered to all undergraduate programs at Universidad EAFIT, Colombia. The methodology used to create the itinerary employed a mixed sequential design, starting with a bibliometric analysis followed by a thematic analysis, with Universidad EAFIT serving as the study case. The bibliometric analysis enabled the identification of trends and gaps in the literature on transversal curricula in education for sustainable development (ESD) in higher education (HE), which found experiential and active learning to be suitable for this research. The thematic analysis enabled the development of an itinerary comprising three key courses: Sustainable Lifestyles, Designing Solutions by Imitating Nature, and Climate Action. The courses were implemented at EAFIT to equip students with the skills necessary to understand the environmental challenges facing humanity and to focus on promoting actions for climate change prevention, mitigation, and adaptation. This article shows the importance of experiential and active learning in climate change in higher education, outlining the course structure, established practices, learning tools, and expected outcomes for students and future professionals. The article highlights how academic networks contribute to the case, drawing on their previous results at the university as an important input to this urgent call for higher education institutions. The case presented is an alternative model that could be replicated in other higher education institutions (HEIs) or used as a basis for analysis in future research. This model integrates sustainability as part of a comprehensive approach to university sustainability. Some limitations of the study include that the model is in its early stages of application, and its effectiveness has not been thoroughly researched.